The Intervention Study Of Mindfulness-based Stress Reduction On Academic Procrastination In Nursing Undergraduates

ObjectiveThis paper discusses the mediating role of anxiety in mindfulness and academic procrastination.The effectiveness and sustainability of Mindfulness-Based Stress Reduction in alleviating academic procrastination of nursing undergraduates were evaluated.Method1.Cross-sectional investigation.Based on the broaden and build theory of positive emotions,Five Facet Mindfulness Questionnaire,Generalized Anxiety Disorder,Aitken Procrastination Inventory were used as the research tools.All 231 nursing freshman in a medical university in a city were selected as research objects in February and March 2019 for questionnaire survey SPSS 21.0 and Process v3.3 were used for descriptive analysis,t test,single factor analysis,Pearson correlation analysis,multiple regression analysis,mediating effect test and Bootstrap analysis for statistical processing,to understand the status and characteristics of academic procrastination in nursing undergraduates,and to explore the mediating effect of anxiety on mindfulness and academic procrastination.2.Research on the intervention of Mindfulness-Based Stress Reduction on academic procrastination of nursing undergraduates experimental study.Based on study 1,the broaden and-build theory of positive emotions and the model of mindfulness coping were used as the theoretical basis,group mindfulness stress reduction training from march to July 2019.According to the results of study 1,the two classes with the highest scores of academic procrastination,class 4 and class 7,were selected,and the lottery method was applied.Class 7 was selected as the intervention group(29 students),while class 4 was selected as the control group(29 students).The intervention group was given 8 weeks of Mindfulness-Based Stress Reduction,while the control group was given a blank control.Before the intervention(T1),after intervention(T2)and followup(T3),using Aitken Procrastination Scale,Generalized Anxiety Disorder and Perceived Stress Scale,using SPSS 21.0 χ squared test,t test and multiple analysis of variance evaluation academic procrastination,anxiety,perceived stress level intervention effect evaluation.Results1.Research results on the relationship between mindfulness,anxiety and academic procrastination in nursing undergraduates:(1)basic status: average academic procrastination is 2.28±0.44,which is at a medium low level.(2)single-factor analysis of academic procrastination: in general data,only the scores after entering the university and academic procrastination score difference was statistically significant(P<0.05),and after pairwise comparison,it was concluded that the scores after entering the university were good and average,and the academic procrastination score difference was statistically significant(P<0.05).(3)correlation analysis: mindfulness is negatively correlated with anxiety and academic procrastination,while anxiety is positively correlated with procrastination.(4)multiple regression analysis: mindfulness and anxiety have significant predictive power on academic procrastination,and together,mindfulness and anxiety can explain 27.2% in academic procrastination of nursing undergraduates.(5)mediation test: path(-0.091):mindfulness to anxiety to academic procrastination.The mediating effect of anxiety was 17.26%.2.Intervention results of mindfulness stress reduction training on academic procrastination:(1)homogeneity test: there was no statistical significance in the general data of age,gender and one-child status of nursing undergraduates in the two groups(P >0.05).(2)changes in academic procrastination level: comparison between groups: the scores of T2 and T3 showed statistically significant differences(P< 0.001).Intra-group comparison: there were statistically significant differences in T1,T2 and T3 academic delay scores in the intervention group(P< 0.001).Analysis of variance of repeated measures: the intervention,time and interaction effects of mindfulness stress reduction training on academic procrastination of nursing undergraduates were significant(P<0.01).(3)changes in anxiety level: comparison between groups: the difference of anxiety scores between groups T2 and T3 was statistically significant.Analysis of variance of repeated measures: the intervention,time and interaction effects of mindfulness stress reduction training on anxiety of nursing undergraduates were significant(P<0.05).(4)changes in perceived pressure level: comparison between groups: there was a statistically significant difference in perceived pressure scores between groups T2 and T3(P<0.001).Intra-group comparison: there was a statistically significant difference in perceived pressure scores of T1,T2 and T3 in the intervention group(P<0.001).Analysis of variance of repeated measures: the intervention main effect,time main effect and interaction effect of mindfulness stress reduction training on the perceived stress intervention effect of nursing undergraduates were significant.Conclusion1.The academic procrastination level of nursing undergraduates is at a medium level,and there is still room for reduction;Mindfulness negatively predicted anxiety and academic procrastination,and anxiety positively predicted academic procrastination.Mindfulness can reduce academic procrastination by relieving anxiety symptoms in nursing undergraduates,and the mediating effect of anxiety is 17.26%.Therefore,anxiety can be considered as an important mechanism for mindfulness to interfere with academic procrastination.2.Mindfulness stress reduction training can not only help nursing undergraduates to reduce academic procrastination,but also relieve anxiety and perceived stress symptoms of nursing undergraduates,and has a certain lasting effect.